Singing the Same Song: Engaging Families in Read Two Impress Plus
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Citation of Original Publication
Nash, Kindel Turner, Joshua Michael, Jennifer Mata-McMahon, Jiyoon Lee, and Kris’tina Ackerman. “Singing the Same Song: Engaging Families in Read Two Impress Plus.” The Reading Teacher 76, no. 1 (2022): 34–41. https://doi.org/10.1002/trtr.2114.
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This is the pre-peer reviewed version of the following article: Nash, Kindel Turner, Joshua Michael, Jennifer Mata-McMahon, Jiyoon Lee, and Kris’tina Ackerman. “Singing the Same Song: Engaging Families in Read Two Impress Plus.” The Reading Teacher 76, no. 1 (2022): 34–41. https://doi.org/10.1002/trtr.2114., which has been published in final form at https://doi.org/10.1002/trtr.2114. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Abstract
Read Two Impress Plus (R2I+) is a fluency-building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership-centered, culturally and linguistically affirming family engagement to improve the literacy proficiency of students, aged 7–12, at two urban schools in the Mid-Atlantic. Results of this mixed methods study indicate that the family literacy routine had a positive impact on the participating students' reading fluency. In addition, the engagement had a positive influence on the way family members engaged with their children in reading and literacy practices at home.